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THE CEGEPS IN QUEBEC: Mobility, Pathways and Transferability

THE CEGEPS IN QUEBEC: Mobility, Pathways and Transferability. World Federation of Colleges and Polytechnics World Congres 2012- Halifax – May 29. Cegeps in the Educational System in Québec. Cegep : An accessible network. CEGEPS IN THE EDUCATIONAL SYSTEM IN QUÉBEC. C.E.G.E.P.

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THE CEGEPS IN QUEBEC: Mobility, Pathways and Transferability

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  1. THE CEGEPS IN QUEBEC: Mobility, Pathways and Transferability World Federation of Colleges and Polytechnics World Congres 2012- Halifax – May 29

  2. Cegeps in the Educational System in Québec

  3. Cegep : An accessible network CEGEPS IN THE EDUCATIONAL SYSTEM IN QUÉBEC

  4. C.E.G.E.P. Collège d’EnseignementGénéral et Professionnel • First level of higher education CEGEPS IN THE EDUCATIONAL SYSTEM IN QUÉBEC

  5. Education in Québec JOB MARKET Trades Technical Professional Doctorate (2-4 years) Master’s (2 years) Bachelor’s (3-4 years) • Vocational • training Technical (3 years) Secondary (5 years) Pre-university (2 years) Elementary (6 years) Cegep University CEGEPS IN THE EDUCATIONAL SYSTEM IN QUÉBEC

  6. Variety of programs 8 Pre-university programs • In all major branches of science, social studies, arts and literature 138 Higher Technical programs • In all principal sectors of the job market

  7. Promotes college expertise on the world scene Cégep international • Represents its college members internationally • Fosters partnerships between its members and foreign institutions • Makes its member’s expertise available to international partners CEGEPS IN THE EDUCATIONAL SYSTEM IN QUÉBEC

  8. Student’s mobility

  9. Ministerial strategy for internationalization of education

  10. Student’s mobility NUMBER OF CEGEPS / GEOGRAPHIC REGIONS PRIVILEDGEDGEOGRAPHICAL REGIONS WESTERN EUROPE CENTRAL AMERICA SOUTH AMERICA AFRICA AND INDIAN OCEAN MEXICO UNITED STATES ASIA MIDDLE EAST EASTERN EUROPE

  11. Obstacles-Student’s mobility Languages Paidjobs for the students Duration of studies from 2 to 3 years Non-recognition of courses taken abroad Less bridge programs (cegep-university)

  12. Challenges-Student’s mobility Actually, the majority of student’s mobility projects are in France and French speaking African countries. The main challenge is to diversify the countries where we are doing mobility projects (China, India, Mexico, Brazil, etc.) We will have to find solutions to the language barriers We will have to develop more partnership agreements with those countries in order to look at the credential recognition for students.

  13. Pathways

  14. Pathways • The pathways between levels of studies is a concern of long time in Quebec; • Example: Creation of the ÉTS: Specialized in the teaching and the industrial research in ingineering and technology transfer, it trains engineers and researchers recognized for their practical and innovating approach; • It is the only school of engineering in Quebec which offers programmes of baccalaureat in engineering created specifically for the graduates of technical collegial level wishing to obtain a university degree.

  15. Pathways • DEC/BAC agreements • Agreements between Universities and colleges to link a technical program with a program of baccalaureat in the same field of studies; • Usually, the university recognizes assets of the collegial program for the equivalency of one academic year. That allows students to obtain, generally into four or five years of studies, a double diploma.

  16. Pathways • DEC/BAC agreements example • Integrated DEC/BAC program in nursing: the only agreement in DEC/BAC formula with a network approach; • 9 Universities and 42 colleges participate into the consortium.

  17. CHALLENGES • Since education is a provincial jurisdiction, we have 13 ministries of education, which complicates the paths between the provinces and between Canada and other countries. ACCC is playing an important role to develop international agreements for all the colleges; • Agreements paths must be one institution to another, which is intensifying its activities; • We must pay attention to make our programs as flexible as possible to allow for greater mobility, both incoming and outgoing, for students, while continuing to assure quality control of the programs.

  18. Transferability

  19. Main concerns- Transferability • In several countries, senior technical programs are linked to universities, which sometimes facilitates their recognition; • Need for more recognition of the DCS as higher technical diploma, leading to the title of Professional Technologist and his equivalence internationally.

  20. Transferabillity- Initiatives • The College of Technologists of Quebec signed in Paris last June, an initial agreement on recognition of professional qualifications as part of the France-Québec Agreement for greater mobility of labor across international.

  21. Transferabillity- Initiatives • The Mutual Recognition Arrangement (MRA) means that the Ministry of Higher Education and Research of France ruled that the first three programs in Quebec analyzed and compared by France are broadly equivalent to seven degrees from the University Institutes of Technology (IUT) and high schools (Patent higher Technician).

  22. Transferabillity- Initiatives • Work continues to compare all programs of Quebec leading to permits delivered by the College of technologists and all programs from France related to technologies eligible to the College of Technologists; • It is an important progress in the development of pathways of learning programs between France and Quebec and it is an important model to develop such pathways with other countries.

  23. Examples of initiatives in Europe

  24. The Bologna Process • The Bologna Process, launched with the Bologna Declaration, of 1999, is one of the main voluntary processes at European level, as it is nowadays implemented in 47 states, which define the European Higher Education Area (EHEA); •   The European Qualifications Framework (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting workers' and learners' mobility between countries and facilitating their lifelong learning

  25. And what about Québec and Canada?

  26. Initiatives • There are currently various discussions held, both Canadian and Quebec levels: Canadian Initiative for International Marketing of Education;Advice of the Supreme Council of Education of Quebec on ​​the internationalization of colleges;Interdepartmental Committee (Quebec) on the recruitment of foreign students

  27. CHALLENGES • Classifications of educational programs and recognition of degrees are being harmonized at different levels, worldwide; • Several institutions are developing a formal articulation between two countries programs that allow students to walk with less obstacles between the two countries.

  28. CHALLENGES • Quebec faces a shortage of qualified technical manpower; • Employers need workers with international and intercultural skills to thrive in a world increasingly globalized; • CEGEPs are able to adequately address these two realities

  29. CHALLENGES • How can we insert positively in this process? • How can we ensure that our technical programs allow greater mobility between students from different provinces and between students from Quebec, Canada and other countries?

  30. Quebec CEGEPs are interested in continuing to explore various avenues to improve mobility both incoming as outgoing students; • Cégep international continues to listen to any suggestions and recommendations at this level.

  31. Merci Thank you World Federation of Colleges and Polytechnics World Congres 2012- Halifax – May 29

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